Adjani, Michael, Jack, Chloe, Konadu-Boadi, Andrew, Nwosu, Ekejiuba and Magaji, Adewale (2023) Science trainee teachers’ experience of outdoor learning and its inclusion in the curriculum. ASE International, 19. pp. 37-43. ISSN 2515-110X (Online)

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Abstract

Within science education teachers utilise a variety of settings to promote the learning of their students, this can include classrooms, labs, fields, and school trips. Due to the dynamic nature of teaching environments, educators are given the opportunity to evidence innovative teaching practices. This is typically effective in response to STEM teaching and learning (Borrego and Henderson, 2014). The purpose of this commentary is to highlight the importance of outdoor learning and review its value within the teaching of science education. It will also include trainee teachers (preservice teachers) recounting their experience of an outdoor learning session attended during their Initial Teacher Training (ITT), and how they have collaboratively worked with their tutor to design an outdoor learning experience to develop relevant knowledge and skills that will allow them to implement such in their new roles as early career teachers.

Item Type:	Article
Uncontrolled Keywords:	outdoor learning; ecology; initial teacher training
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2361 Curriculum Q Science > Q Science (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	23 Oct 2023 12:34
URI:	http://gala.gre.ac.uk/id/eprint/44587

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